英语教育实习毕业论文范文模板【精选两篇】
小学英语教育专业毕业论文（2）
小学英语教育专业毕业论文(2)小学英语教育专业毕业论文篇二《提高小学英语课堂教学效果的实践与探索》摘要：课堂是学校教育的主阵地，是学生学习文化知识、开发智力、提升能力的主要渠道，其教学效果如何直接关系着学生的学习成绩和素质。
因此，我们教师要重视课堂教学效果的提高。
本文中笔者结合自己的教学经验，主要从精心备课，以保证课堂教学顺利进行;激发兴趣，促使学生主动学习;讲究提问技巧，激活学生的英语思维;多维度整合，优化教学方法和手段四方面就如何提高小学英语课堂教学效果探究一二。
关键词：小学英语课堂教学效果新课程改革的到来，给教师教学带来了一股清新的气息，同时也提出了新的要求，如何将新课程中先进的教育理念更好地落实到英语教学中来，并努力探索出一条适合新课程标准要求的英语教学之路，全面提高英语教学效果，无疑是我们面临的一个重要课题。
经过长期的思考与实践，对此，笔者认为可采取以下方法。
一、精心备课，以保证课堂教学顺利进行精心备课是课堂教学顺利进行的基础。
它包括备教材、备学生等。
而备课越充分，教案设计得越详细、越科学合理，课堂教学效果才会越高。
因此，我们要重视备课。
首先，教师要深入钻研教材，熟练掌握教材内容，明确一节课的重点和难点，从而合理安排教学内容;其次，教师要了解学生的英语知识水平、思想动态以及接受能力等方面的情况，以结合学生实际灵活安排教法，做好课堂调控。
只有这样，教师上课时才能得心应手，左右逢源。
二、激发兴趣，促使学生主动学习兴趣是最好的老师。
托尔斯泰说过：“成功的教学所需要的不是强制而是激发学生兴趣。
”小学英语是入门教学，教师应该把培养学生学习英语的兴趣放在首位。
为此，教师在教学过程中要采用各种方法，有意识地培养学生对英语的学习兴趣，使他们处在最佳的学习状态中，好学、乐学、善学。
1.导入激趣。
良好的开端是成功的一半。
在课堂教学中导入正是起着这样的作用。
成功的导入，可以使学生兴趣盎然、精力集中、思维活跃，理解和记忆的质量也会相应提高。
毕业论文范文英语教育
毕业论文范文英语教育Abstract:This paper explores the influence of technological advancements on the field of English language education. It examines how technology has transformed the teaching and learning processes, the benefits and challenges associated with its integration, and the potential for future development in this area.Introduction:The integration of technology in education has been a topic of interest for educators, researchers, and policymakers alike. In the context of English language education, technology has opened up new avenues for teaching and learning, creating a more dynamic and interactive environment for students and teachers.Literature Review:A comprehensive review of existing literature reveals that the use of technology in English language education has been widely recognized for its potential to enhance learner engagement, personalize learning experiences, and facilitate access to a wealth of educational resources. However, the literature also highlights concerns regarding the digital divide, the need for teacher training, and the challenge of maintaining the human element in education.Methodology:This study employs a mixed-methods approach, combining quantitative data from surveys of English language educators and students with qualitative data from interviews and classroom observations. The aim is to gain a holistic understanding of the impact of technology on English language education.Results:The findings indicate that technology has significantly improved the accessibility and efficiency of English language instruction. Students reported increased motivation and engagement due to the interactive nature of digital learning tools. However, the results also point to a need for ongoing professional development for educators to effectively integrate technology into their teaching practices.Discussion:The discussion section delves into the implications of the findings, considering the balance between leveraging technology and preserving the interpersonal aspects of language learning. It also addresses the challenges of ensuring equitable access to technology for all learners.Conclusion:In conclusion, the study underscores the positive impact of technology on English language education while acknowledging the need for careful implementation and ongoing support. As technology continues to evolve, it is imperative for educators to stay abreast of new developments and adapt their teaching strategies accordingly.Recommendations:Based on the study's findings, several recommendations are made. These include the need for increased investment in digital infrastructure, the provision of regular training for educators in the use of educational technology, and the development of policies that promote inclusive access to technology for all students.References:A comprehensive list of references is provided, citing the works of scholars and researchers who have contributed to the understanding of technology's role in English language education.Appendix:The appendix includes supplementary materials such as survey questionnaires, interview protocols, and classroom observation guidelines used in the study.。
小学英语教学论文（精选五篇）
小学英语教学论文（精选五篇）第一篇：小学英语教学论文小学英语教学论文范文|小学英语合作学习有实效在课堂改革的大潮中，我经常反思我的每一堂英语课，既要符合教材本身和孩子的年龄特点，还要激发起孩子学习的兴趣，关键是学生学得轻松，课堂达标率还要高。
我觉得预习是必需的，也许有的老师认为对英语课是行不通的，其实不然。
老师首先要相信学生，大胆布置预习任务（预习要有针对性，问题的设计必须合理，学生预习才能见效）。
当然，不会读的单词、不认识的音标是他们最大的敌人，他们可借助工具书或组内交流甚至向他人求助，都不难解决，反而这样他们学到的扎实，记得还牢固。
我认为英语预习是必不可少，一是可减少课上花在单词教学上的时间；二是学生掌握了英语的自学方法，尤其是让学生学会了根据元音字母、辅音字母以及字母组合的读音规律，再加上联想记忆，识读单词的方法；三是在课上创设更多的机会让学生进行口语交际练习。
一个人的力量太小，可是集体的力量却是无法估计的，你不会的我会，我不会的他会……学生四人一组开展合作预习后，取得了明显的效果。
让学生开展合作预习，不仅提高了上课的效率，也能让学生之间取长补短，获取成功的喜悦，增强英语学习的自信心。
“不求人人成功，但求人人进步”是英语教学所追求的一种境界。
学生间有差异是难免的，往往基础差的学生在课堂上就显得被动，对于老师的提问也似懂非懂，日积月累就会有知识缺陷，甚至厌烦英语的学习。
针对这一点，我就用了小组合作学习，合作评价的方法贯穿于课堂。
在小组活动中，学生间互相帮助，互相促进，想尽各种办法去教基础差的同学，给他更多练习的机会，久而久之他就能成为优秀生，相信学生的能力。
英语是一门语言。
我们知道，学语言的目的就是为了使用，光靠课堂上的练习是远远不够的。
为了让学生能及时消化当天所学的知识，课后操练是必须的。
我往往设场景（老师必须考虑适合学校、学生特点的场景）让他们课后合作操练，这不需要花很多时间，学生也很愿意学习。
关于英语教育论文2500字-关于英语教育毕业论文范文模板
关于英语教育论文2500字_关于英语教育毕业论文范文模板导读：英语教育论文2500字应该如何写？不管是写作什么专业的论文，相信大家应该都知道不会那么容易的吧，本论文分类为英语教育论文，下面是小编为大家整理的几篇关于英语教育论文2500字范文供大家参考。
关于英语教育论文2500字(一)：新高考背景下高中英语教育的挑战与探索摘要：新高考背景下对英语考试的标准和要求进行了变更，为此高中英语教育也进行了较大的变革。
在新课改的前提下高中英语积极顺应新高考的趋势，变革教学教学方式，实现英语学科新发展。
在新高考背景下，高中英语教育也面临着一系列的挑战和探索，需要我们有针对性地改变教学策略、提升教学水平。
本文对此进行简单的介绍。
关键词：新高考；高中英语；挑战；探索引言：以教师为课堂主体的传统高中英语教学已经难以适应新时期高考的要求。
传统课堂中学生作为被动的学习者充当聆听者，而教师则是课堂的主体唱主调，这种教学质量一般，新考高背景下该教学模式已经难以适应高考的发展要求。
一、新高考背景下高中英语教育的挑战与探索高考英语参加全国统一考试，满分150分，学生英语考试成绩以高考成绩为准。
新高考教育改革后，将英语考试进行前移，每年4月、10月分别组织两次外语考试，学生在高中学习的三年内可以选择报告两次，其中取最高的一次作为自己的英语高考成绩。
看似简单，实则更难，这给英语教育带来一定机遇的同时也带来了一些挑战。
新高考制度的实行使英语教学产生一系列的变更，此背景下高中英语教育面临着一系列的挑战。
首先，新高考英语制度弱化了英.语的主权地位，这种改革看似给了学生多一次的考试机会，但打破了学生原有的高中教学、复习方式。
最后一次的英语考试比传统高考提前两个月开展，而其他课程均为6月开始，这给学生复习带来一定的难度，影响了学生对高中学习阶段中的目的性的确认。
这也使得英语主权地位被弱化，提前考试使英语的专业性被弱化。
其次，新高考英语制度给教师教学带来较大的压力，该次英语考试制度的改革对学生选择空间的扩大进行了一定程度上的满足，但这种改革使英语学习的压力提前，教师的教学任务变重。
英语专业毕业论文
英语专业毕业论⽂英语专业毕业论⽂（精选8篇） ⼤学⽣活要接近尾声了，毕业⽣要通过最后的毕业论⽂，毕业论⽂是⼀种有准备的检验学⽣学习成果的形式，那么应当如何写毕业论⽂呢？以下是⼩编收集整理的英语专业毕业论⽂，供⼤家参考借鉴，希望可以帮助到有需要的朋友。
英语专业毕业论⽂篇1 论⽂摘要：如何提⾼⼤学法语⼆外教学，⼀直是⾼校法语教学研究的重要问题。
本⽂试从⼤学法语⼆外教学存在的问题⼊⼿，从教学内容上分析，进⽽提出解决的⽅法。
关键词：教学⽅法;精讲多练;多媒体;法英对⽐ 21世纪是⼀个以知识经济和经济信息全球化为主要特征的时代，世界经济的⽇益全球化和⼀体化与中国对外开放进程的加速，现代社会科技、通讯、经济、⽂化的进步，使世界交往更加密切。
语⾔⼈才不再单单只是能熟练运⽤⼀门外语的专才，⽽是能同时运⽤两三门语⾔的通才。
全世界有1亿七千多万讲法语的⼈⼝，法语是联合国、国际奥委会、万国邮政等多个国际组织的唯⼀官⽅语⾔或者官⽅语⾔之⼀，能说法语将在国际交往占有优势地位，因此越来越多的⾼校开设了法语⼆外课程，研究法语作为第⼆外语教学的⼯作，也就迫在眉睫了。
⼤学法语教学针对学习对象的不同，分为法语专业教学，英语专业本科⽣与研究⽣法语⼆外必修课教学和⾮英语专业学⽣公共选修课教学。
在此⽂中仅对英语专业本科⽣法语⼆外的教学进⾏分析。
⼀、⼤学法语⼆外教学⾯临的问题 2002年《⼤学法语⼤纲》明确规定：“⼤学法语教学的⽬的是培养⼀定的阅读能⼒，初步的听、说、读、写、译的能⼒，使学⽣能以法语为⼯具，获取专业所需，为进⼀步提⾼法语⽔平打下较好的基础。
”盖房⼦最重要的是搭地基，对于法语⼆外教学，打基础就是最重要的。
学过法语的⼈都知道，法语确实是⼀门很难的语⾔。
如果给学⽣打好了扎实的基础，那么⼀切都将迎刃⽽解。
(⼀) 法语⼆外课时和内容相⽐显得过少。
每周四课时，开设四个学期，总共256课时，听、说、读、写、译各⽅⾯的内容都要涉及到，打好基础，在这么少的课时下，要达到教学⽬标⾯临不少困难。
英语教学实践研究的论文(3篇)
第1篇Abstract:This study investigates the effectiveness of project-based learning (PBL) in enhancing English language acquisition among high school students. Through a case study approach, the research examines the implementation of PBL in an English classroom and analyzes its impact on students' language proficiency, critical thinking skills, and motivation. The findings suggest that PBL not only improves students' language abilities but also fosters a more engaging and interactive learning environment. This paper provides insights into the implementation of PBL in English language teaching and offers recommendations for educators to integrate this approach into their teaching practices.1. Introduction1.1 BackgroundThe integration of technology and project-based learning (PBL) in language teaching has gained significant attention in recent years. Project-based learning is an instructional approach that focuses on students' active engagement in real-world tasks, promoting critical thinking, problem-solving, and collaborative skills (Krause & Sotiriou, 2012). This study aims to explore the impact of PBL on English language acquisition among high school students, with a particular focus on language proficiency, critical thinking skills, and motivation.1.2 Research QuestionThis study seeks to answer the following research question: How does project-based learning (PBL) impact English language acquisition among high school students?2. Literature Review2.1 Project-Based Learning (PBL)Project-based learning is an instructional approach that encourages students to work on real-world problems or projects that requirecritical thinking, collaboration, and application of knowledge (Blumenfeld et al., 1991). PBL has been found to enhance students' engagement, motivation, and academic performance in various subjects, including language learning (Krause & Sotiriou, 2012).2.2 English Language AcquisitionEnglish language acquisition is a complex process that involves mastering the four language skills: reading, writing, listening, and speaking. Several factors, such as classroom environment, teaching methods, and student motivation, can influence language acquisition (Harmer, 2007).2.3 The Impact of PBL on Language AcquisitionResearch has shown that PBL can have a positive impact on language acquisition. For instance, Wang (2010) found that PBL improved Chinese language learners' speaking and listening skills, as well as their motivation to learn. Similarly, Vygotsky's (1978) socio-cultural theory suggests that collaborative learning can facilitate language development by providing opportunities for students to interact and share knowledge.3. Methodology3.1 Research DesignThis study employs a case study approach to explore the impact of PBL on English language acquisition. A single high school English classroom was selected as the case study, and data were collected through classroom observations, student interviews, and pre- and post-tests.3.2 ParticipantsThe participants in this study were 30 high school students in an English class. The students were randomly assigned to either a PBL group or a traditional teaching group.3.3 Data CollectionData were collected through the following methods:- Classroom observations: A researcher observed the PBL and traditional teaching sessions to identify the implementation of PBL and the interaction between students and the teacher.- Student interviews: Interviews were conducted with students from both groups to gather their perspectives on PBL and its impact on their language acquisition.- Pre- and post-tests: Students in both groups were administered pre- and post-tests to measure their language proficiency.3.4 Data AnalysisData were analyzed using thematic analysis to identify patterns and themes in the classroom observations, interviews, and pre- and post-test results.4. Results4.1 Implementation of PBLThe PBL sessions were implemented using a variety of activities, such as group discussions, role-playing, and presentations. Students were engaged in real-world tasks, such as creating a travel guide or designing a promotional campaign for a product.4.2 Impact on Language ProficiencyThe pre- and post-test results showed that students in the PBL group demonstrated significant improvement in their language proficiency compared to the traditional teaching group. Specifically, the PBL group showed greater improvement in speaking and listening skills.4.3 Impact on Critical Thinking SkillsStudents in the PBL group reported higher levels of critical thinking skills, as they were required to analyze, evaluate, and create content during the project-based activities.4.4 Impact on MotivationStudents in the PBL group expressed greater motivation to learn English, as they found the project-based activities more engaging and relevant to their lives.5. Discussion5.1 The Impact of PBL on Language AcquisitionThe findings of this study suggest that PBL can have a positive impact on English language acquisition. By engaging students in real-world tasks, PBL encourages active learning and promotes the development of language skills.5.2 The Role of Critical Thinking and MotivationThe results indicate that PBL not only enhances language proficiency but also fosters critical thinking and motivation. This suggests that incorporating PBL into English language teaching can lead to a more comprehensive and effective learning experience.6. ConclusionThis study demonstrates that project-based learning can be an effective approach to enhance English language acquisition among high school students. By promoting active learning, critical thinking, and motivation, PBL can lead to improved language proficiency and a more engaging learning environment. Educators are encouraged to integrate PBL into their teaching practices to maximize the benefits for their students.References:Blumenfeld, P. C., Fishman, B. J., Krajcik, J. S., & Marx, R. W. (1991). Project-based instruction: A new paradigm for science teaching. The School Science and Mathematics, 91(1), 3-14.Harmer, J. (2007). The practice of English language teaching (4th ed.). Essex: Pearson Education Limited.Krause, K., & Sotiriou, M. (2012). Project-based learning: A guide to effective implementation. New York: Routledge.Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Wang, Y. (2010). The effectiveness of project-based learning on Chinese language learners’ oral and aural proficiency. Language Learning, 60(3), 711-736.第2篇Abstract:This paper presents a case study of the implementation of project-based learning (PBL) in an English language teaching context. The study aimsto investigate the effectiveness of PBL in promoting language proficiency, critical thinking, and collaborative skills among intermediate-level English learners. The paper discusses the methodology, findings, and implications of the study, providing insights into the potential benefits and challenges of integrating PBL into English language teaching practices.Introduction:The integration of technology and innovative teaching methods has become increasingly important in the field of English language teaching.Project-based learning (PBL) is one such method that has gainedpopularity due to its potential to enhance students' learning experiences and outcomes. This study aims to explore the effectivenessof PBL in English language teaching by examining its impact on language proficiency, critical thinking, and collaborative skills among intermediate-level English learners.Methodology:The study employed a mixed-methods approach, combining quantitative and qualitative data collection techniques. The participants were 30 intermediate-level English learners enrolled in a public high school ina suburban area. The data were collected over a period of eight weeks, during which the PBL approach was implemented in the classroom.Quantitative data were collected through pre- and post-tests, designedto measure the participants' language proficiency. The tests included reading, writing, listening, and speaking sections. Qualitative data were collected through classroom observations, interviews with the students, and a focus group discussion with the teacher.The PBL project involved the creation of a school magazine, which required students to research, write, edit, and publish articles related to various school activities and events. The project was designed to promote collaboration, critical thinking, and language skills development.Findings:The findings of the study indicate that the implementation of PBL in English language teaching had a positive impact on the participants' language proficiency, critical thinking, and collaborative skills.1. Language Proficiency: The post-test results showed a significant improvement in the participants' language proficiency, particularly in writing and speaking skills. The students were able to produce more coherent and grammatically correct texts, and they demonstrated better listening and speaking skills during the project activities.2. Critical Thinking: The PBL project required students to conduct research, analyze information, and make informed decisions. The focus group discussion with the teacher revealed that the students developed critical thinking skills as they evaluated different sources of information and engaged in discussions about the content of the articles.3. Collaborative Skills: The project required students to work in groups, communicate effectively, and share responsibilities. The interviews with the students indicated that they valued the collaborative aspect of the project and reported improved communication and teamwork skills as a result of the experience.Implications:The findings of this study have several implications for English language teaching practices:1. PBL can be an effective tool for enhancing language proficiency and critical thinking skills among intermediate-level English learners.2. Teachers should design PBL projects that encourage collaboration and promote the development of various language skills.3. Continuous teacher training and support are necessary to ensure the successful implementation of PBL in the classroom.4. PBL projects should be tailored to the specific needs and interests of the learners to maintain their motivation and engagement.Conclusion:The case study presented in this paper suggests that project-based learning can be an effective approach to English language teaching. By promoting language proficiency, critical thinking, and collaborative skills, PBL can enhance the overall learning experience of intermediate-level English learners. Further research is needed to investigate the long-term effects of PBL on language acquisition and to explore its potential benefits in diverse educational settings.Keywords: Project-based learning, English language teaching, language proficiency, critical thinking, collaborative skills, case study第3篇Abstract:This study investigates the effectiveness of Task-Based Language Teaching (TBLT) as an approach to English language instruction in a real classroom setting. The research aims to explore how TBLT can enhance students' language proficiency, motivation, and autonomy. Through a mixed-methods approach, this paper presents the findings from a case study involving a group of intermediate-level English learners. The results indicate that TBLT is a viable method for improving languagelearning outcomes and fostering a more interactive and engaging classroom environment.Keywords: Task-Based Language Teaching, English classroom practice, language proficiency, motivation, autonomy1. Introduction1.1 BackgroundIn recent years, Task-Based Language Teaching (TBLT) has gained significant attention in the field of English language teaching. This approach emphasizes the use of authentic tasks that require learners to communicate in the target language to achieve specific goals (Long, 1985). TBLT is based on the principle that language is used for purposeful communication, and thus, tasks that simulate real-life situations are more likely to lead to successful language acquisition (Richards & Rodgers, 2001).1.2 Purpose of the StudyThe purpose of this study is to explore the effectiveness of TBLT in English classroom practice. By examining the impact of TBLT on students' language proficiency, motivation, and autonomy, this research aims to provide insights into how TBLT can be implemented effectively in a real classroom setting.2. Literature Review2.1 Task-Based Language TeachingTBLT is an approach that focuses on the use of tasks as the primary means of language learning (Richards & Rodgers, 2001). Tasks are designed to be meaningful, engaging, and relevant to the learners' lives (Prabhu, 1990). The effectiveness of TBLT is attributed to its emphasis on communicative competence, authenticity, and task authenticity (Littlewood, 1981).2.2 Language ProficiencyLanguage proficiency refers to the ability to use language effectively for communication (Richards & Rodgers, 2001). It encompasses four language skills: speaking, listening, reading, and writing. Research has shown that TBLT can contribute to the development of languageproficiency by providing opportunities for learners to engage in authentic communication (Richards & Rodgers, 2001).2.3 MotivationMotivation is a crucial factor in language learning (Dörnyei, 2001). It is defined as the drive to engage in a particular activity (Dörnyei, 2001). TBLT has been found to be effective in motivating learners by providing meaningful and engaging tasks that are relevant to their interests and needs (Richards & Rodgers, 2001).2.4 AutonomyAutonomy refers to the ability of learners to take responsibility for their own learning (Littlewood, 1981). TBLT encourages autonomy by providing learners with opportunities to set their own learning goals, choose their own tasks, and assess their progress (Littlewood, 1981).3. Methodology3.1 ParticipantsThe participants in this study were 30 intermediate-level English learners from a public high school in China.3.2 DesignThis study employed a mixed-methods approach, combining quantitative and qualitative data collection and analysis. The research design included a pre-test, post-test, and a case study.3.3 Data CollectionThe data were collected through pre-test and post-test assessments, classroom observations, and interviews with the learners.3.4 Data AnalysisQuantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically.4. Results4.1 Language ProficiencyThe results indicated that there was a significant improvement in the participants' language proficiency after implementing TBLT. This was evident in their scores on the post-test, which were higher than those on the pre-test.4.2 MotivationThe learners reported that TBLT motivated them to learn English. They found the tasks to be engaging and relevant to their lives, which increased their interest in the subject.4.3 AutonomyThe learners demonstrated a higher level of autonomy in the TBLT classroom. They were able to set their own learning goals, choose their own tasks, and assess their progress, which contributed to their overall language learning experience.5. Discussion5.1 The Effectiveness of TBLTThe findings of this study suggest that TBLT is an effective approach to English language instruction. The improvement in language proficiency, motivation, and autonomy of the learners supports the efficacy of TBLT in a real classroom setting.5.2 Limitations and ImplicationsThis study has some limitations, such as the small sample size and the lack of a control group. However, the findings can be used to inform future research and classroom practice. Educators and researchers can explore the potential of TBLT in various contexts and adapt the approach to suit different learners' needs.6. ConclusionIn conclusion, this study provides evidence that TBLT is an effective approach to English language instruction. The findings suggest that TBLT can enhance students' language proficiency, motivation, and autonomy. Educators and researchers should consider implementing TBLT in their teaching practices to create a more interactive and engaging classroom environment that fosters successful language learning.ReferencesDörnyei, Z. (2001). Motivation in language learning. Cambridge: Cambridge University Press.Littlewood, W. (1981). Communicative language teaching: An introduction. Cambridge: Cambridge University Press.Long, M. H. (1985). The roles of the linguistic environment in second language learning. Applied Linguistics, 6(1), 1-17.Prabhu, N. S. (1990). Task performance and L2 development. Applied Linguistics, 11(2), 225-247.Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.。
英语毕业论文范文模板(热门5篇)
英语毕业论文范文模板(热门5篇)一、引言二、英语论文现状与趋势1.英语论文写作步骤。
一般情下，英语论文写作分为以下几个步骤：首先在写作前应对所给的众多题目进行选择自己能感兴趣的或者够驾驭的，然后再根据所先题查阅相关的资料，在大量的资料中锁定几篇精髓文案进行精读、研究；开始正式写作时一定要列出提纲，这是很多人知道但最容易忽略的细节，提纲看似简单，但对后面的写作有着至关重要的作用，提纲有一定的指导作用，不致让人写到中途的时候偏离了主题，使先前所做工作功亏一篑，所以写作前一定要列提纲；然后进入正式写作时，在完成论文之后应从头再阅读一篇，对其中所存在错漏进行修改、增添，而在还需要证实的地方应再次查阅资料，进行一定的修改，最后形成一篇有理有据，内容丰富充实的高质量的终稿。
3.英语论文所出现的具体问题。
英语作为中国学生的第二语言，英语论文对于中国学生也是非常重要的，而且论文是综合能力求较高写作。
英语论文写作除了上面已提到过的一些不足以外还存由于语言方面的其它问题，下面将一一分析这些问题。
论文语体不正式，不规范；主观语句过多使用，而且经常过多使用简单句，使得整篇论文过于口语化，另外在用词方面，一篇论文出现大量词句重复使用，使得文章读起来累赘、空泛。
4.英语论文写作特点与意义。
通过英语论文写作，学生能从其中提高对问题综合分析能力、写作能力、科研能力等，也同时对学生创新思维能力也有一定的提高。
这一系列能力的提升将最终有益学生个人发展，以改变一些论文中存在对各种信息、数据堆砌而没有自己的思想和观点的现象。
提高学生对所学的知识的应用，让其能够学以致用，并能根据所学知识从不同的角度全方位对问题进行认识、分析、研究和判断。
三、如何提高英语论文写作1.正确认识英语论文的写作目的。
与一般写作不同，论文的撰写对于人们在学习、工作要求相对来说比较高，而且也相对更重要。
因此必须让从事论文写作的学生与工作人员意识到论文写作的重要性，随全球化进程的不断推进，英语论文的地位也越来越重，英语论文的优劣将会影响到个人职业发展与人生前途。
英语教学本科毕业论文
英语教学本科毕业论文随着全球化进程的推进,国际交流合作与竞争日益加强,英语能力成为衡量我国高素质人才的重要指标之一。
下面是店铺为大家整理的英语教学本科毕业论文，供大家参考。
英语教学本科毕业论文范文一：英语教学中中西方文化双重导入思考【摘要】大学英语教学中有效导入西方文化和母语文化知识是培养学生综合文化素养的重要途径，同时也是大学英语教学的目标。
学生综合文化素养的提升也有助于跨文化交际能力的增强。
教师课堂文化导入在遵循阶段性原则、适度性原则和实用性原则的前提下，通过在词汇、句子、语篇中导入中西方文化知识来实现大学英语教学的培养目标。
【关键词】外语教学;中西方文化导入;原则;策略语言是文化的载体，文化又植根于语言，语言与文化密切相关。
英语教学既是语言教学，同时也是文化教学，离开文化教学的语言教学是不完整的。
正如美国外语教学专家温斯顿•布伦姆伯克所言：“培养学生只懂语言而不懂文化是培养能说流利语言的傻瓜的最好方式。
”此外大学英语教学的目标之一是提高学生的综合文化素养，为实现此目标，教师需要在课堂上适时适当地引入文化知识。
课堂中导入西方文化的同时也应注意母语文化的导入，实施双向文化教育。
目的语文化和母语文化兼容并举，是学生综合文化素养提高的重要表现。
因此，如何恰当地在大学英语教学中进行文化导入，成为广大外语教师的迫切任务。
一、文化导入研究发展现状及存在问题从国内外的文献资料和网络资料来看，语言学家真正意识到文化在外语教学中的重要性并对其开始系统研究是在20世纪60年代中期。
学者胡文仲最早开始关注外语教学中的文化问题，从语言功能上强调了语言与文化的一致性。
1989年赵贤洲提出“文化导入”这一概念。
而后语言学家对文化导入问题进行了研究。
陈光磊界定了文化导入的内涵，林汝昌详细探讨了外语教学中文化导入的层次问题。
此外，赵贤洲、束定芳、鲍志坤等学者也深入研究了文化导入的原则等问题。
刘润清提倡外语教学“不仅要让学生懂些西方文化，而且也要懂得本民族文化，二者并重”。
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英语教育实习毕业论文范文模板【精选两篇】英语教育实习论文3500字(一)：通过教育实习对高一英语教学的思考论文摘要：在具体的教育实习中，我们将英语教学理论转化为教学实践，在实践中探索英语教学的最佳模式，估量课堂上英语与汉语授课的比重，权衡拓展运用的多寡，考虑如何使用PPT辅助教学，斟酌网络课程的可行性，从而达到英语教学的最优效果。
关键词：教育实习；英语教学；思考【中图分类号】G【文献标识码】B【文章编号】1008-1216（2018）0 1B-0107-022017年10月23日到11月17日，内蒙古师范大学外国语学院2014级英语系师范生在附属盛乐实验学校进行了为期四周的教育教学实习。
在实习期间，我们主要承担了英语教学工作，我作为实习生中的一员，圆满完成了实习任务，并对高一英语的教学工作，进行了一番认真的思考。
我和另外一位同学，共同担任高一（2）班英语教学工作。
这个班共有学生36名，其中男生22名，女生14名。
班主任老师告诉我们，这个班大多数学生的中考成绩未达到2017年呼和浩特市中考出库线，学生整体成绩处于年级的末尾，英语学习成绩更是特别需要提高。
在实习的第一周，我的主要任务是听课、批改作业，熟悉并掌握班级学情。
从第二周开始，我们正式进入英语授课阶段。
通过听课、备课、说课、讲课、评课以及批改作业等一系列教学环节的实践，我对高一英语教学工作，进行了一次深入的思考。
并且，对以下几方面内容感触颇深：一、大学讲授的教学法，在中学的课堂中有没有用武之地从大三上学期开始，我们就开设了英语教学法的相关课程，进行英语课堂教学、英语教案写作等方面的技能培训，同时也将所学的具体教学策略应用到平时的演练中，如任务型教学法（Task-basedLanguageTeaching）、交际教学法（CommunicativeLanguageTeaching）、直接法（DirectMethod）、听说法（Audio-lingualMethod）、全身反应法（TotalPhysicalResponse），等等。
在平时的授课演练中，互动者都是大学的本班同学，英语基础比高中生扎实，我们在模拟的情境中可以越过词汇、短语、句型的扫盲阶段，直接深入开展互动、讨论。
可是，实际授课的情况却与平时的演练大不相同。
现阶段的高中依然注重应试训练，教学的目标主要是为了考取高分，所以实际的课堂教学还是以老师讲授、学生记录为主，教学方法比较单一。
何况我所带班级的学生英语基础薄弱，单纯的词句翻译就已经占据了大量的时间，导致书本上的教学法难以真正实施。
然而，我在听课的时候发现，并不是所有老师都在一味地灌输。
例如，高一（5）班英语老师上课时，采用归纳法（DeductiveMethod）讲解词汇和语法。
她首先将两个例句写到黑板上（Ourbosscommandedthatwefinishthetask intime./BecausehestudiedinAmerica，hehadagoodcommandofEnglish.），然后让学生观察“command”的用法，于是他们很快便说出了答案：“comma nd”有名詞和动词词性；作动词时，从句谓语前加should（可省略）；名词短语中的a和of是固定搭配，不可省略，不可替换。
高二（7）班英语老师在上课时，完全采用教学法所提倡的“阅读前”（Pre-reading）、“阅读中”（While-rea ding）、“阅读后”（Post-reading）的顺序来讲解阅读文章。
“阅读前”采用问答导入主题；“阅读中”采用略读和跳读，让学生根据PPT里的表格提示，自己总结段意、补全空白；“阅读后”设置一些阅读理解的问题和引发思考的讨论，让学生充分参与进来。
因此，我觉得，虽然现阶段的教学以中考、高考为导向，但是英语老师们依然可以根据授课内容和学生的实际情况，灵活运用多种形式的教学法，从“以教师为主体”向“以学生为主体”的课堂形式转变。
二、中学一线英语教师应该如何把握课堂上说英语和说汉语的比重实习前，我认为，无论学生是否能够理解每一个单词，英语老师都应该尽可能多地说英语，为学生营造一个语言环境，使他们自然而然地形成英语思维。
实习后，我发现并不能简单地这样做。
学生能否顺利地跟上老师的口语，词汇量、语法和听力是决定性因素。
然而，在学生们的听力普遍较弱、词汇量和语法能力参差不齐的情况下，为了保证大多数学生跟上课程进度，老师们不得不时常采用语法翻译法（GrammarTranslationMethod），并且使用大量汉语进行阐释，这在讲词汇和语法的时候最为明显。
而在讲阅读的时候，如果适当地多说一些英语，学生们还是能够接受的。
高一年级，正处于高中的起始阶段，打好基础至关重要，既不可以只为学生听懂而全部使用汉语授课，忽略英语思维的培养，也不能不顾学情全英讲授，拔苗助长，这样反而容易造成更多的学生掉队。
所以，我认为，在课堂上多说英语还是多说汉语，应该取决于授课内容以及学生的实际能力。
三、拓展练习应该如何为英语课堂助力第二周以后，我们逐渐开始讲课。
我一共讲了两次课，第一次是讲英语教材必修一第三单元的词汇，第二次是讲第四单元的阅读文章。
我最初的教学设想是：在课上不仅要讲清教材知识，还要做大量拓展，让学生尽早达到高考所要求的词汇量和语法能力。
但是，在讲拓展搭配的时候，我发现，很多词汇，我认为高一学生应该熟悉，可他们不知道；很多发音，我认为高一学生不会出错，可他们无法正确拼读；很多句式，我认为高一学生能够熟练运用，可他们频频出错。
在练习造句——汉译英的时候，大部分学生依然用汉语的思维套用英语，并不能灵活运用、举一反三，只有少数学生能够随时与我口头互动，回答问题思路清晰，其他人几乎全程沉默。
针对这种情况，我临时调整并删减了部分拓展内容，在讲清课本内容的前提下，只做适当拓展，结果有效提高了课堂效率，提升了学生参与的热情，保证了教学进度。
四、英语课堂上，PPT是必需品吗？教师在课堂上使用课件已经成为必需，不可否认的是，好的课件的确为课堂增光添彩，甚至起到画龙点睛的作用。
可是，是不是每一节课都需要课件呢？我认为不是。
英语，和语文一樣，都是对语言的学习，那就离不开课文，离不开文本。
图片代替不了板书，屏幕阅读代替不了文本阅读，如果一节课下来，教师忙于点课件，学生忙于看课件、抄PPT的内容，反而影响了正常的学习和思考，得不偿失。
我尝试在课上不使用PPT，只写板书，结果发现，无论讲词汇、语法，还是阅读，我讲课的注意力更加集中，学生的注意力也更容易集中到课本和板书上，而不被五颜六色的图像和刺目的屏幕所干扰。
PPT，可以作为教学的辅助工具，但决不能喧宾夺主。
五、网络课程能否和教学相结合现在，网络课程已经兴起，授课内容类型不一，大体分为两种：既有针对新章节、新概念的简要介绍，又有针对某一章节内重点难点的深入剖析。
有的老师曾经向学生们推荐了一些网络精品课程，建议他们课下自行观看。
我发现，并不是每个班的老师都会向学生推荐，而是只有重点班的老师们才会推荐，而且推荐的网络课程以剖析重难点类的居多。
老师们推荐网络课程，并不意味着老师们课堂上不讲授重难点，而是希望学生们在还有能力接受额外课程的前提下，课余时间内通过网络课程巩固强化重难点——这只是辅助学习的方法之一。
我认为，中学阶段的学习，依然应该以面授课程为主，网络课程为辅。
首先，面授课程以学生实际认知水平、学习能力为依托，进行教学设计，剖析重难点，对症下药。
其次，网络课程虽然不受时间、空间限制，但是无法保证学生在第一时间获得特定问题的准确解答。
此外，由于附校采用封闭式管理，学生从星期一到星期五住校，手机全部在星期日晚自习期间上交，星期五晚上放学前才能取回，所以，学生们无法在课余时间及时观看网络课程，只能继续采用传统的学习方法。
综上所述，我们并不能说，网络课程已经是现阶段中学教学不可分割的一部分，而是应该根据学生实际情况、教学进度安排、课程重难点来综合衡量它的可行性。
高一英语，是与初三英语的对接，对高中阶段英语学习起着承前启后的重要作用。
通过一个月的实习，我对高一英语教学的认识和思考还较为粗浅，但这种认识和思考对我今后的学习和实践都存在有益的帮助。
我会继续研究所学的教学方法，将理论与实际相结合，逐渐形成自己的讲课思路与讲课风格。
英语教育实习毕业论文范文模板(二)：教育实习过程中职前英语教师的专业能力发展情况探究论文摘要：教育实习是师范生教学实践知识生成的关键期，这一时期的实践经历将为他们今后的专业发展奠定坚实的基础。
为此，笔者对三名顶岗实习英语教师的实习过程进行了跟踪调查，试图了解教育实习对职前英语教师专业发展的影响和作用。
研究结果表明：在教育实习过程中，职前教师经历了“适应—发现—调整与反思—教育、教学模式建构”这样一个四阶段发展过程，这是个动态的专业发展过程。
这能让使我们对职前英语教师在教育实习过程中的专业发展过程及其特点有一定的了解，也为进一步提高职前英语教师教育质量提供了一些启示。
关键词：教育实习；职前英语教师；专业发展一、研究背景教育实习是师范生教学实践知识生成的关键期，深入了解职前教师在教育实习中的专业成长与变化过程有助于教师教育工作者更好地理解职前教师专业发展的过程，为他们参与教育实践工作做好更充分的准备。
国外著名学者Shulman（1987）提出：“教师的知识结构应主要包括学科内容知识、一般教学法知识、课程知识、学科教学法知识、学生及其特点的知识、教育情境的知识和其他课程的知识等七大类。
”由此可见，教师的专业素质不仅包括掌握学科知识和学科教学法知识，还包括对相关课程的深入了解，对教育情境和学生及其特性的了解以及自我教育、教学反思与评价的能力。
Daresh （1990）曾强调，“教学实践是职前教师专业能力发展的最好机会”。
总之，教师专业素质的形成仅仅依靠在校期间的学习是无法完成的，需要在教学实践的体验过程中逐步获取。
二、研究方法本研究主要采用定性研究的方法，通过反思日志、周志、访谈、座谈、实习总结、QQ群交流等形式作为数据分析的依据。
分析方法首先采用内容分析法，对材料内容进行编码、归纳和分类，确定范畴类别，然后根据类别对数据进行分析和解释。
1.研究对象采用目的抽样的方式抽取普洱学院英语教育专科班中三名成绩较好且参加国培项目小学英语教师顶岗实习的学生作为主要研究对象。
选择这三名同学作为研究对象，一是因为她们在校期间的学习成绩较为优秀，较好地完成了在校阶段的英语语言知识和英语教学理论知识的学习，并很好地完成了在校期间的试讲教学。
因此她们的实习经历能够较真实和全面地反映出职前教师的专业发展过程。
二是她们有着成为老师的强烈愿望且态度积极并善于表达自己的想法。
2.研究问题本研究主要基于两点：职前教师在教育实习过程中经历了的发展过程；实习经历中的关键事件对她们造成的影响。